Dear Prof. Ransdell, dear List Members,
First of all I would like to thank the entire Peirce-L community for
your efforts and persistence in discussing wide range of issues related
to Peirce's philosophy and personality. I have learned a lot for the
last year, since my subscription to the List.
M
Arnold,
Thanks for the reference. It reminded me that I wanted to look up
exactly where Peirce had made the distinction between 'institutions of
learning' and 'institutions for teaching' and found it here.
CP 5.5833. . . . [I]t is necessary to note
what is essentially involved in the Will to
In response to my remark that:
[[ Overall, I find the rationale of it baffling. It is not a complete paper
of course, but even considered as only an intended preface to a book on the
logic of mathematics, it is seems puzzlingly incomplete, at the least. Why
does he start off with the theory vs.
Dear Dimiter Dimov:
Good to hear of your plans and the possibility of being able to pursue
research along the lines indicated. I think this is the sort of question
best answered in a separate message off-list because it requires an answer
so specific to your particular case. I will be communi
Joseph Ransdell wrote:
Jean-Marc says:
Of course, not to restart an old debate... I am curious about how the
following lines are going to be interpreted:
"We have a direct knowledge of real objects in every experiential
reaction, whether of /Perception/ or of /Exertion/ (the one theoretical,
t
On Jan 23, 2006, at 4:57 PM, Jean-Marc Orliaguet wrote:
Such a sentence as "whether or not direct knowledge is to be
construed as unmediated" is disturbingly convoluted, especially as
Peirce does not seem to introduce such distinctions himself.
Sometimes he uses in a same sentence "direct"
Clark Goble wrote:
On Jan 23, 2006, at 4:57 PM, Jean-Marc Orliaguet wrote:
Such a sentence as "whether or not direct knowledge is to be
construed as unmediated" is disturbingly convoluted, especially as
Peirce does not seem to introduce such distinctions himself.
Sometimes he uses in a s
Gary, List
It's actually quite amusing to see how people are speaking of a `papradigm shift' in the universities, when the very concept of a `paradigm' is rooted in the question of what exemplars (i.e. paradigms) to employ in
teaching the public about science. My take on this topic comes from u
